Abstract
ObjectiveThe objective of the present study is to build upon the existing literature examining the coaching context and how it relates to coaches' use of autonomy-supportive interpersonal behaviours (i.e. Stebbings, Taylor, Spray, & Ntoumanis, 2012) by identifying additional environmental factors and exploring the role of coach motivation. DesignAn academic model designed by Pelletier, Seguin-Levesque, and Legault (2002) to predict teacher motivation and autonomy-supportive styles in academic settings, was adapted to the coaching context. MethodsThe influence of pressure from above (sport administrations) and pressure from below (athlete motivation) on coach motivation and autonomy-supportive coaching behaviours was tested using structural equation modeling. ResultsResults support the fit of the model in a sport context. ConclusionsPressure from above, pressure from below, and coach motivation predict coaches’ reported use of autonomy-supportive behaviours.
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